The document discusses the importance of physical activity tailored to individual student needs, emphasizing enjoyment over fitness testing. It categorizes physical activities into four levels, highlighting moderate to vigorous activities for health benefits, and stresses the need for daily routines that incorporate these activities. It also addresses various factors that influence activity choices, such as cost, safety, and personal health conditions.

3.  Which should be the focus?
 Depends on each student’s needs and desire
 Fitness testing is not the answer
 Most students want to enjoy moderate to vigorous activity
 Don’t care about achieving a high fitness level

4.  Physical activity
 Process of moving
 Can be exercise, sports, or leisure activity
 Works toward health-related outcomes
 Physical fitness
 Focus on the product
 Genetics can be a significant factor
 Most students are nonathletic

5.  Moderate activity
 walking briskly (about 3½ miles per hour)
 hiking, gardening/yard work
 dancing, golf (walking and carrying clubs)
 bicycling (less than 10 miles per hour)
 weight training (a general light workout)
 Vigorous activity
 running/jogging (5 miles per hour)
 bicycling (more than 10 miles per hour)
 swimming (freestyle laps)
 aerobics
 fast walking (4½ miles per hour)
 weight lifting (vigorous effort)
 competitive basketball
 and heavy yard work such as chopping wood
 60 minutes of moderate to vigorous activity each day

10.  A visual representation demonstrating how to increase
physical activity until it becomes a part of daily routine.
 Visual representation with daily recommended activity at
the base and proceeding to less beneficial activity at the
peak.
 Prescription model for good health
 Helps students understand the different categories of
activity

11.  6 categories and 4 levels
 Each category required for good health and total body
fitness
 Location related to frequency
 Derived from the Food Guide Pyramid
 The Physical Activity Pyramid provides suggestions about
how to divide your time when doing various types of
physical activity

13.  Factors that may affect your decision making include:
• Cost: Think about what you can afford.
• Where you live: Choose activities that you can do locally.
• Your level of health: Consider health conditions.
• Time and place: Build your program into your daily routine.
• Personal safety: Avoid going through unsafe areas.
• Comprehensive planning: Address all five areas of fitness

14.  Everyday lifestyles can contribute significantly to good health, fitness,
and wellness
 Can be done as part of everyday work or routines
 Reduced risk of diseases
 Help control body fat
 Wellness benefits
 Performed daily
Get at least 30 minutes a day of
level one activities

15.  Level 1: Lifestyle
 Every day
 Comes from lifestyle activities
 Play and games involving large muscles
 Climbing, tumbling
 Intermittent rather than continuous
 Little formal organization
 Walking to school, chores at home = appropriate

16.  Active sports and aerobics
 Offer additional health and fitness benefits
 Offer broad general health benefits similar to Level 1
 Performed fewer days per week
Activities that can be performed for a relatively long period of time and
elevates the heart rate significantly
Aerobics

17.  Level 2
 Active Aerobics
 Lifestyle activities meet the demands
 Brisk walking, jogging, biking
 Appropriate as long as not continuous for a long period
 Intermittent more appropriate

18.  Level 2
 Active Sports and Recreational Activities
 Involve vigorous bursts
 Modify to fit children
 Age-appropriate recreational activities with lifetime
emphasis encouraged

19.  Contributes to improved performance
 Associated with reduced risk of osteoporosis
 Contribute to reduced rate of injury
 Fewer back problems
 Performed fewer days per week
These activities are important to promote flexibility and muscle strength
and endurance.

20.  Level 3
 Strength and Muscular Exercises
 Increase strength and endurance
 Children do not need to spend much in routines if they
are accumulating adequate daily amounts of activity

21.  Level 3
 Done specifically to build flexibility
 Minimal for Developmental Level I and II
 Developmental Level III more time learning and
performing

22.  Some types of inactivity are necessary (e.g., sleep)
 Increases in Level 4 result in decreased physical activity
 Limited on all days per week PlayStation
Watching TV
Listen to music
Reading
Some time to relax is important to all of us as well as 8 hours of uninterrupted
sleep

23.  Level 4
 Sedentary living not typical of children
 Reduce watching TV and video games
 Long periods during the day limited

24. MORE PHYSICAL ACTIVITY PYRAMID FACTS
• No single activity provides all of the benefits
•In some cases, some activities can be substituted for another
•Some activity is better than no activity
•Plan ahead
•Level 3 activity is beneficial even if you limited in activities from other levels

26. • Before beginning a strength program, a teen
should have a physical exam.
• Teens should follow directions of coach or P.E.
teacher.
• Student-teacher ration should be no greater than
10 to 1.
• Strength training should be less than 20% of
overall training